the third day

What zone are you in?

Our morning message provided another invitation. This time, using what we know about our new tools (pencils and sticky notes) and what we've learned about the zones of regulation, I asked children to write their name on a sticky note and put their name in the zone they were in at that moment.

This was an incredible morning. Children were bravely honest and able to explain why they were feeling a certain way. We counted how many friends were in each zone and used rich math language to compare how many; Which zone are the most friends in right now? Which zone are the least friends in? These conversations help children- and adults- to normalize feelings.

As we moved through our morning something powerful happened. In the midst of a transition, Sebby quietly moved his sticky note from the blue zone to the green zone. Solveig did the same. We stopped. You may start your day feeling in the blue zone and that is okay, but being with your new peers and working together helps you to feel in the green zone.

 




Continuing our work with shapes by learning about different kinds of lines...

We can notice the different kinds of lines that shapes are made of. In Kindergarten we spend a lot of time exploring lines. We use lines to print letters, we use lines to print numbers, we use lines to draw shapes, we find lines in nature, we build lines every day with our bodies when we walk to lunch!

There are many different kinds of lines;

Straight, slanted, curvy, twisty, zig zag, messy, soft, or hard!

We remembered the pattern blocks we had used the day before and recorded what kinds of lines each shape has- and how many- on a large chart. We thought about how we can show lines with our bodies and lined up in different ways, providing some movement in our learning.

Later, we read a nonfiction book about Henri Matisse, an artist known for his use of shapes and lines. I introduced three new tools to now live in our classroom; art paper, scissors, and glue sticks.

The children used these materials to draw various lines with their scissors. We continued our conversations about the lines they cut and the many different kinds of shapes they used to create on their canvases. We have explored and learned about lines and shapes using math tools, our bodies, and art tools.

 

 

 

 

 

 

 

 

the second day (part two)

Our world is made up of different kinds of shapes, we can notice shapes in our classroom and outside. We read the book, A Shape Can Be. We named and counted the shapes in the book and used our developing understanding of shapes to explore and build with pattern blocks. The children talked about the different shapes they used to build flowers and boats, bridges and castles.

Richard shared a bridge built out of trapezoids. He balanced a triangle on top. Through his share Richard was using math language, telling the story behind his structures, and working on essential speaking skills. This was our first math workshop share. Richard's peers demonstrated listening skills while they stood calmly around his work table.

This initial experience with pattern blocks provided opportunities for;

Noticing the lines shapes are made of (math- shape attributes)
Counting and comparing (math)
Naming shapes (math)
Talking about same and different (math and literacy)
Planning 
Recognizing how our plan (or story) behind our work can shift and change
Sharing materials with peers, being flexible and using a different block (social and emotional)
Offering a shape to a friend
Practicing using a kind tone when negotiating materials
Using shapes to build letters (literacy)
Testing balance (science) 
Exploring symmetry 
Building patterns with shapes (math) 

Our conversations and support of students highlighted the specific learning happening during this experience. Language we use when talking with children includes, "I notice that..." and "Can you tell me about..." and "I wonder..." 

 

 

 

 

 

 

 

the second day

All Are Welcome Here.

Our morning message connected back to one of our first day books, All Are Welcome Here. It was an invitation for children to write their name on a sticky note and attach it to our message; a visual representation of our new community and the important place we all have.

Tools introduced and modeled during this active engagement;

Pencil- What do you notice about the way I put my pencil away? Where do pencils live in our classroom? 

Sticky note- How can I check for the sticky side? What can I do if I accidentally write my name on the sticky side? Turn the note over and write my name again! 

All of the children walked safely to their table to write their name. I watched Savannah check for the sticky side of her note and turn it over when she needed to. As children attached their names to our message they were careful to give their name space, ensuring all of our names were visible.

 

 

The books we read at the beginning of the year connect to our learning about community and feelings. On the second day we remembered the feeling of worry and began a deeper conversation about feeling brave. I shared the front cover of the book Jabari Jumps and introduced the story of Jabari and the many feelings he experienced when doing something challenging and new. We would be thinking together about the word brave.

Through personal reflections with a turn and talk partner, the children talked about the word brave.

What do you know about the word brave?

What does it mean to be brave?

Have you felt brave?

I didn't expect to introduce turning and talking with a partner on the second day of school. We will take the time later this year to develop expectations around a turn and talk, but the word brave holds such importance and many of the children were eager to share their thoughts with a friend. 

After a little turn and talk, Sebby offered his story about feeling brave. Standing in front of the audience (our four rows on the rug) Sebby shared that when he goes to the doctor to get a shot he's worried and scared, but he's brave, and he does it. 

Can you be worried or nervous and brave? 

Many of us were worried about starting school, but we did. We were worried and brave- we're all here now. 

 

In Jabari's story we noticed that in one moment Jabari felt many big feelings. He felt excited, then worried, then happy. He felt brave. We used his story and our own stories to better understand feelings and ways that we can talk about feelings in Kindergarten. I introduced the zones of regulation.

When you are in the green zone you are feeling happy and ready, like when Jabari jumped off of the diving board! When you are in the blue zone you are feeling tired or sad, like when we are missing our parents during the day. When you are in the yellow zone you are feeling worried or silly, like when Jabari wasn't sure if he was ready for the diving board. When you are in the red zone you are feeling angry, like when you are trying to talk to a friend and they walk away from you.

We sorted pictures of Jabari into the zones. His story helped us to recognize that we have many big feelings at every moment, that we can move between the yellow and the green zone depending on the tools. Jabari's dad gave his hand a squeeze, that helped him to be in the green zone and ready to jump.

We are brave when we start something new, like school.
We are brave when we notice and talk about our feelings.

Using similar language at home may support you and your child in recognizing, naming, and embracing feelings. It is from these conversations that we can develop tools for helping us when we feel in the blue or yellow zone. One tool that I will introduce next week is our peace space, a space in our classroom where we can go to take a break or a deep breath. It is a space used for reflection and getting back in the green zone. It is a space where we all can go.

 

the first day

The first day of Kindergarten was full of information and learning about being safe, kind, and responsible at school. These are our school rules and we will use them to guide our development of community rules. 

I was inspired by the children's courage on the first day. 

We talked about feeling worried when starting something new and read a selection of literature about feelings. We discussed how our feelings can change. In one book, Mae, is worried about the first day of school. But, then she makes a friend and meets a new teacher. We made connections to Mae and the children engaged in early book reflections, beginning their development of essential comprehension skills. 

We learned about the spaces in our classroom and toured the school. The children met Ms. Martin and Ms. Lewis and many new teachers. There was a shared excitement for lunch and playing on the playground!

I introduced the word community through the book All Are Welcome Here. We will continue to work together to define what community means to us and how we cultivate a sense of community in our classroom.

Initial reflections from the children;

Community is being kind.

Working together.

Everyone has a name.

 

kindergarten open house

8-23-19
visits with families











On Friday families and children visited our classroom. We talked about the morning routine and children chose cubbies. There was a colorful rainbow theme as each child printed their name and designed a sign for their new cubby.

We often use rocks and stones in our classroom as building and counting tools. This year, we are using rocks to write names on and paint Hopes and Dreams on. We are also using rocks and stones as symbols for building community.

Using salt dough and a collection of small stones, each child added a stone or rock. The children pressed the stones gently in the dough and celebrated how every child in our classroom added to our community piece- just like every child is a part of our community.

 

 

 

 

Responsive Classroom is a teaching philosophy highlighting and supporting the relationship between academic, social, and emotional learning and growth. As part of this, many students and families begin the year by thinking about and sharing Hopes and Dreams.

This becomes a rich conversation with children as they think deeply about the year ahead and recognize their important place within their new community. It is an inspiring way to begin and encourages ongoing reflection.

There is critical curriculum embedded in this process; children are using reading, writing, and social skills as well as learning new vocabulary. The Hopes and Dreams project is an ongoing conversation.

We invited families to share their Hopes and Dreams for their child on rocks. The children will have the opportunity to think about their own Hopes and Dreams in the early weeks of school. Our words will be available to read, reflect on, and hold in our hands throughout the year.

As I read some of the painted rocks, I noticed many families hope that their child will make friends and be a kind friend. Shouldn't that be the foundation for all of our work together? Learning how to be a kind friend in Kindergarten supports all children in developing necessary skills for engaging in conversation with peers, being a problem solver in social situations, negotiating with peers, making connections, and being an active and engaged member of a learning community.